Analyzes the relationship between learning motivation and mathematical communication skills in eighth-grade students, suggesting further factors are needed to enhance skills.
Key Points
The study aims to explore how learning motivation impacts students' mathematical communication skills.
Quantitative approach with experimental design
Involved 34 eighth-grade students from SMPN 5 Sumedang
Used cluster sampling for participant selection
Collected data through a learning motivation questionnaire and an essay test
Analyzed data using descriptive statistics and Product-Moment correlation
Students' learning motivation was moderate (mean = 77.33)
Mathematical communication skills were also moderate (mean = 71.77)
A positive but weak correlation was found (r = 0.305)
Correlation was not statistically significant at the 0.05 level
Learning motivation is not the dominant factor influencing communication skills